Black Brilliance and Creative Problem Solving in Fugitive Spaces: Advancing the Blackcreate Framework through a Systematic Review

Autor/inn/en	Mims, Lauren C.; Rubenstein, Lisa DaVia; Thomas, Jenna
Titel	Black Brilliance and Creative Problem Solving in Fugitive Spaces: Advancing the Blackcreate Framework through a Systematic Review
Quelle	In: Review of Research in Education, 46 (2022) 1, S.134-165 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mims, Lauren C.) ORCID (Rubenstein, Lisa DaVia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X221084331
Schlagwörter	African American Students; Periodicals; Journal Articles; Peer Evaluation; Doctoral Dissertations; Books; Research Reports; Conference Papers; Creative Activities; Problem Solving; Social Control; Racial Identification; Educational Experience; Coping; Equal Education + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Book; Buch; Monographie; Monografie; Research report; Forschungsbericht; Konferenzmaterial; Problemlösen; Soziale Kontrolle; Bildungserfahrung; Bewältigung
Abstract	Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students' brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Black creative educational experiences (BCEEs) create fugitive spaces for creative expression and education. Within these spaces, both societal oppression and community assets are explicitly discussed as a part of the creative process, providing students methods for adaptive coping and for addressing systemic inequities. Given these findings, we advocate for consistent funding and support for fugitive spaces to promote Black students' creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11